Cathy Burdette
Monday, August
24, 2009
Collect 25¢
Summary
Session 2.4
Collect 25¢ Students learn, play, and discuss Collect 25¢, a game that involves
counting and working with coin equivalencies.
State Standards
ALCOS 1, 2,
3, 4, 6
Math Focus Points
- Counting
sets of up to 60 objects - Identifying coins and their values - Identifying and
using coin equivalencies
Vocabulary
Materials
- M13,
Collect 25¢: Make copies. (1 per student) - M14, How Many Pennies? Make copies.
(1 per student) - Number cube (1 per class) - Chart: "How Many
Pennies?" (1 per class) - Pennies (22 per class); nickels (4 per class);
dimes (2 per class) - Coin set: Put 100 pennies, 20 nickels, 20 dimes, and 8
quarters in a small container. (1 set per 4 students)
Professional Development
What Time Is It?: Timelines
Summary
Classroom
Routine 2.4 What Time Is It?: Timelines Discuss the
information that students collected for homework in Session 2.3. Have partners
compare the activities they were doing at different times of the day,
particularly at 12:00 noon and 12:00 midnight. Ask if they know what is
different about these times, and engage them in considering the two cycles of
12 hours in each day. Point out that we sometimes distinguish these by calling
the hours starting with noon "P.M." and the hours starting with
midnight "A.M." Every Hour on the Hour (M9) illustrates this idea.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
- M9, Every
Hour on the Hour - Demonstration clock (1 per class) - Student clocks (1 per
pair) - Timer (that can time up to an hour)
Professional Development
Tuesday, August
25, 2009
How Many Pockets?
Summary
Session 2.5
How Many Pockets? Students are introduced to How Many Pockets?,
another of the year-long Classroom Routines that involves collecting, counting,
and recording data.
State Standards
ALCOS 1, 2,
6, 13
Math Focus Points
- Counting a
quantity in more than one way - Collecting, counting, representing, discussing,
interpreting, and comparing data
Vocabulary
- data - zero
Materials
- Connecting
cubes (100 per class) - Large, clear, plastic jar - Masking tape or rubber band
- Chart paper
Professional Development
Read Ahead
of Time - Part 4: Classroom Routines in Implementing Investigations in Grade 2:
How Many Pockets?
What Time Is It?
Summary
Classroom
Routine 2.5 What Time Is It? Students work with a partner to practice setting
their clocks to whole-hour times. Students take turns suggesting and setting
the time.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
- M9, Every
Hour on the Hour - Demonstration clock (1 per class) - Student clocks (1 per
pair) - Timer (that can time up to an hour)
Professional Development
- Part 4:
Classroom Routines in Implementing Investigations in Grade 2: How Many Pockets?
Wednesday,
August 26, 2009
Plus 1 or 2 BINGO
Summary
Session 2.6
Plus 1 or 2 BINGO Class discussion focuses on the sequence of numbers past 100.
Students then learn a new game, Plus 1 or 2 BINGO, which provides practice
adding 1 and 2 to single-digit numbers. Math Workshop continues.
State Standards
ALCOS 1, 2,
3, 6
Math Focus Points
-
Identifying and using patterns in the structure of the number system -
Counting, writing, and reading numbers sequentially from 1 to 100 and beyond - Developing
fluency with the Plus 1 and Plus 2 addition combinations - Identifying and
using coin equivalencies
Vocabulary
Materials
- T7, Plus 1
or 2 BINGO Gameboard - M15-M18, Primary Number Cards:
If you are not using manufactured decks, make copies. Cut apart cards and
remove Wild Cards. (1 deck per pair) - M19, Plus 1 or 2 BINGO; M20, Plus 1 or 2
BINGO Gameboard: Make copies. (1 of each per pair) -
M21-M22, Family Letter: Make copies. (1 per student) - Counters (two kinds; 20
of each per class) - Materials for Counting Strips: See Session 2.3. -
Materials for Collect 25¢: See Session 2.4. - Materials for Enough for the
Class? See Session 2.2. - Counting strips: Make strips that show errors. See p.
96.
Professional Development
Read Ahead
of Time - Teacher Note: Strategies for Learning the Addition Combinations, p.
191
Today's Number: 11
Summary
Classroom
Routine 2.6 Today's Number: 11 As a class, students
generate addition and/or subtraction expressions that equal 11. Record the
expressions on a class chart that students can add to throughout the day.
State Standards
ALCOS 1, 2,
3, 6
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations
Vocabulary
Materials
- No
materials needed
Professional Development
Thursday,
August 27, 2009
Comparing Two Numbers
Summary
Session 2.7
Comparing Two Numbers Math Workshop continues. Class discussion focuses on
strategies for comparing two numbers to find the difference.
State Standards
ALCOS 1,2,3,4,6
Math Focus Points
- Developing
fluency with the Plus 1 and Plus 2 addition combinations - Identifying and
using coin equivalencies - Counting, writing, and reading numbers sequentially
from 1 to 100 and beyond - Comparing two amounts under 45 to find the
difference
Vocabulary
Materials
- M15-M18,
Primary Number Cards: Make copies. Cut apart cards. (1 deck per student to take
and keep at home) - M19, Plus 1 or 2 BINGO - M20, Plus 1 or 2 BINGO Gameboard: Write "To Keep at Home" at the top of
each. Make copies. (1 of each per student) - Materials for Math Workshop: See
Session 2.6.
Professional Development
What Time Is It?
Summary
Classroom
Routine 2.7 What Time Is It? Write a whole-hour time in digital format (e.g.,
4:00) and have students set their clocks to that time. Repeat several times to
get a sense of how comfortable students are with interpreting and setting times
to the whole hour.
State Standards
ALCOS 14
Math Focus Points
- Using
clocks as tools for keeping track of and measuring time - Naming, notating, and
telling time to the hour, half hour, and quarter hour on digital and analog
clocks - Associating times on the hour and half hour with daily events -
Determining what time it will be when given start and elapsed times that are
multiples of 15 minutes - Seeing a timeline as a representation of events over
time - Using a timeline to keep track of and compare time and events -
Determining the length of a given interval (e.g., 8:30 to 9:30) or activity
(e.g., math class) - Solving problems involving elapsed time
Vocabulary
Materials
- M9, Every
Hour on the Hour - Demonstration clock (1 per class) - Student clocks (1 per
pair) - Timer (that can time up to an hour)
Professional Development
Friday, August
28, 2009
Assessment: Enough for the Class?
Summary
Session 2.8
Assessment: Enough for the Class? As an assessment, students solve an Enough For The Class? problem and show
their work.
State Standards
ALCOS 1, 2,
3, 4, 6
Math Focus Points
- Combining
two quantities with totals up to 45 - Comparing two amounts under 45 to find
the difference - Developing fluency with the Plus 1 and Plus 2 addition
combinations - Identifying and using coin equivalencies
Vocabulary
Materials
- M23,
Assessment: Enough for the Class? Make copies. (1 per student) - Connecting
cubes (as needed) - Materials for Collect 25¢: See Session 2.4. - Materials for
Plus 1 or 2 BINGO: See Session 2.6. - Counting Bag Z: Fill a bag with 11-19
more red and blue cubes than the number of students in your class. Label the
bag "Z".
Professional Development
Read Ahead
of Time - Teacher Note: Assessment: Enough for the Class?,
p. 193
Today's Number: 12
Summary
Classroom
Routine 2.8 Today's Number: 12 As a class, students
generate addition and/or subtraction expressions that equal 12. Record the
expressions on a class chart that students can add to throughout the day.
State Standards
ALCOS 1, 2.
3. 4, 6
Math Focus Points
- Generating
equivalent expressions for a number - Developing fluency with addition and
subtraction - Using standard notation (+, -, =) to record expressions and write
equations
Vocabulary
Materials
- No
materials needed
Professional Development